DEVELOPING INQUIRY-BASED LEARNING INTEGRATED WITH STATION ROTATION TO PROMOTE ACADEMIC ACHIEVEMENT AND TEAMWORK SKILLS AMONG HIGH SCHOOL STUDENTS WITH INTELLECTUAL DISABILITIES

Main Article Content

Aphisit Boonmark
Kanyarat Sriwisathiyakun
Thanongsak Sovajassatakul
Sirirat Mutchimadilok
Poonsri Vate-U-Lan

Abstract

This research focused on developing an inquiry-based learning approach integrated with station rotation to enhance academic achievement and teamwork skills among high school students with intellectual disabilities. The research employed a quasi-experimental method using a one-group pretest-posttest design. The sample consisted of 18 Mathayomsuksa 3 students with mild intellectual disabilities from Suphanburipanyanukul School. The research utilized several instruments: an Inquiry-based learning plans integrated with station rotation, an academic achievement test, and a teamwork skills evaluation form. Statistical analyses included the mean, standard deviation, and Wilcoxon signed-rank test for nonparametric statistics. The findings were as follows: 1)Students' academic achievement after the intervention significantly improved at the .05 significance level. 2) After implementing the learning approach, students' teamwork skills were rated very good (equation  = 3.77, SD = 0.06). In conclusion, integrating inquiry-based learning with station rotation effectively enhances academic achievement and teamwork skills in students with intellectual disabilities.

Article Details

How to Cite
Boonmark, A., Sriwisathiyakun, K., Sovajassatakul, T., Mutchimadilok, S., & Vate-U-Lan, P. (2025). DEVELOPING INQUIRY-BASED LEARNING INTEGRATED WITH STATION ROTATION TO PROMOTE ACADEMIC ACHIEVEMENT AND TEAMWORK SKILLS AMONG HIGH SCHOOL STUDENTS WITH INTELLECTUAL DISABILITIES. Journal of Industrial Education, 24(1), 75–86. https://doi.org/10.55003/JIE.24210
Section
Research Articles

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